韓國 高等 敎育의 政策 調整 類型 分析 : Burton R. Clark의 조정 Model에 의거한

남강현 成均館大學校 1984 국내석사

Utilization and Improvement of Hibiscus Species

Austin, Conner Clark University of Florida ProQuest Dissertations & The 2023 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The Hibiscus genus contains the most species of the 116 Genera in the Malvaceae family. Many species have utility as ornamental, fiber, oil, forage, medical, cosmetic and food crops, but the full utility and biodiversity of the genus has yet to be fully explored (Lawton, 2004). The objectives of this study were to explore the utility and investigate the efficiency of crop improvement strategies in two groups of underutilized Hibiscus species, the Muenchhusia section of Hibiscus and Hibiscus cannabinus. The Muenchhusia section of Hibiscus includes six species which make fertile hybrids: Hibiscus grandifloras, Hibiscus laevis, Hibiscus moscheutos, Hibiscus dasycalyx, Hibiscus lasiocarpus, and Hibiscus coccineus, commonly known as the hardy Hibiscus or Rose mallows. This group of Hibiscus was successfully improved for more compact branching habit compared to commercial cultivars through two methods: 1) through conventional hybridization and F1 selection, and 2) through the induction of hormone-related dwarfism genes through chemical mutagenesis. Combining abilities were calculated for traits related to performance as an ornamental in the improved population of hardy Hibiscus in order to guide future breeding efforts. The inheritance patterns of the induced dwarfism genes and their effect on the branching habit of a plant were determined in segregating populations. Hibiscus cannabinus was evaluated for stalk biomass production in central Florida and studies to determine the quantitative inheritance patterns of stalk biomass were conducted.

Natural biographies: Ecology and identity in contemporary American autobiography (William Kittredge, Terry Tempest Williams, Mary Clearman Blew)

Straight, Nathan Clark University of Oregon 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation responds to the emergence of ecologically oriented American autobiography. I refer to this developing literature as natural biography and contend that it offers significantly new perspectives on the self. By definition, the study of autobiography has long assumed the centrality of the human individual. This focus on writing one's own life rests on two key assumptions: first, that autobiography narrates the development of a singular subjectivity; second, that the individual lives recorded in autobiography function representatively within a democratic worldview. Both of these assumptions deserve closer scrutiny, and in the last half century we have witnessed a host of challenges to the narrative trajectories and subjective models of traditional autobiography. Resistant theories of autobiography---especially those forwarded by feminist and cultural studies critics---have broadened our awareness of autobiographical forms and exposed the narrow limitations of a Euro-American model of universal personhood. Nonetheless, autobiography studies remain focused on representations of human selves within human cultures, paying scant attention to the interactions of human beings in a more-than-human world. In arguing for natural biography, I employ an ecocritical approach to address what I see as an impasse in the field; to move forward, we must reevaluate our assumptions about autobiographical writing and the autobiographical subject. In my study of three contemporary writers of the western United States, William Kittredge, Terry Tempest Williams, and Mary Clearman Blew, I outline the development of natural biography as a sub-genre explicitly concerned with the links between environment and identity. Whereas traditional autobiography retrospectively narrates the individual's separation from his surroundings, natural biography traces the connections between self and place and interrogates them in service of sustainable models of identity and inhabitation. The result is a responsible literature of the self embedded in history, community, and geography. I illustrate the performance of natural biography as I evaluate each writer's innovations in response to the specific challenges to self-narration posed by regional cultures, communal attitudes, and environmental concerns. Additionally, I chart a developmental trajectory across these authors, describing a genealogy that confronts generic and regional constraints as a precursor to creating alternative, ecologically sound self-narratives.

Emotional Intelligence and Its Relationship to Project Manager Leadership Competencies and Project Success

Gunter, Richard Clark ProQuest Dissertations & Theses Saint Leo Universi 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study provides insight into the impact that emotional intelligence (EI) has on the leadership competencies of project managers and project success. This study was informed by a study from Maqbool, Sudong, Manzoor, and Rashid (2017). Emotional Intelligence is measured using the Goleman Emotional Competency Model. Project manager competencies were measured by Clarke’s (2010) scale. The survey was made available to project managers mainly, but not exclusively in the Midwestern United States. This resulted in 116 valid responses. Results showed a significant positive predictive relationship between EI and project success, and a significant positive predictive relationship between EI and the individual project manager leadership competencies of communication, teamwork, attentiveness, and managing conflict. Project managers that have a high level of EI have a higher level of competence in fostering teamwork, communicating with stakeholders, attentiveness to others, and managing conflicts. Additionally, project managers with a high level of EI have a greater chance of meeting the success criteria of the projects they manage. With the increased focus organizations are placing on training project managers in not only technical skills but also relationship skills, this should help justify the time and expense in educating project managers in emotional intelligence as a way to improve the success rate of projects.

Testing an integrated model of racism-related stress among Black Americans

Clarke, Alexis Monique University of Illinois at Urbana-Champaign 2010 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to empirically test an integrated model of racism-related stress that incorporated aspects of two existing models of racism-related stress: the Biopsychosocial Model of Perceived Racism (BMPR; Clark, Anderson, Clark, & Williams, 1999) and the Model of Racism-related Stress and Well-being (MRSW; Harrell, 2000). Specifically, this study examined the influence of antecedent variables (i.e., gender, age, SES, and racial composition) and racial socialization on racism-related stress and the subsequent influence this stress had on health outcomes (i.e., psychological distress and anger). The study also explored if cultural and race variables (i.e., cultural coping and racial attitudes) moderated this relation among Black Americans. A community sample of 185 self-identified Black Americans completed a paper-and-pencil survey. Findings provided partial support for the integrated model. Specifically, contextual factors were related to racism-related stress and the relation between racism-related stress and psychological outcomes was moderated by cultural coping, although not in the expected direction. Specifically, men, individuals in neighborhoods with fewer Black residents, and individuals who received messages about race and racism (i.e., racial socialization) reported greater levels of racism-related stress. Additionally, collective coping was a moderator between racism-related stress and psychological distress. Although, on average, the use of greater collective coping was related to increased psychological distress, it appears that the level of racism-related stress individuals reported mattered in understanding this relation. For participants who reported fewer experiences with racism-related stress incidents and who reported lower levels of collectivistic coping showed the lowest levels of psychological distress. For those who reported both greater experiences with racism-related stress, there were no real differences between high or low collective coping efforts. Ritual coping also moderated the relation between racism-related stress and psychological outcomes (i.e., psychological distress and anger), such that individuals who reported higher levels of racism-related stress and used greater ritual coping strategies to deal with the stress were more likely to report greater levels of psychological distress and anger. Implications and future directions are discussed.

The effect of vested interest on the evaluation of potential volunteers

Clarke, Jennifer Anne The University of North Carolina at Chapel Hill 2004 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation examines whether individuals who express a clear personal stake or vested interest in a social cause are favored as volunteers over those who lack a clear personal stake. A series of collaborative studies (Ratner & Clarke, 2003) showed that individuals who express a vested interest in a cause appear to be preferred as volunteers over individuals who do not express a personal stake. This preference of vested volunteers occurred even when the nonvested individual was willing to make a more substantial time commitment to the cause. The five collaborative studies (Ratner & Clarke, 2003) inspired the 2 dissertation studies. Study 1 of the dissertation indicates that even a person with a personal stake in the cause who provides an extrinsic reason for volunteering is rated more favorably than a nonvested person who mentions intrinsic reasons for volunteering. Study 2 was conducted using members of actual volunteer organizations as participants, and it provides strong evidence that the effect of vestedness extends to real-world organizations. In addition, open-ended data from Study 2 indicates that participants tended to assign "face of the organization" tasks to vested applicants (public, community-oriented tasks) while assigning clerical tasks to nonvested applicants. The potential impact of these effects is discussed.

Cross-disciplinary analysis of the use of mixed methods in physics education research, counseling psychology, and primary care

Plano Clark, Vicki L The University of Nebraska - Lincoln 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Mixed methods research incorporates the collection, analysis, and mixing of qualitative and quantitative data within a single study (Creswell, 2005). It is a relatively new approach in social science research (Tashakkori & Teddlie, 2003a). Since this approach is in its "adolescence," there remain many unresolved issues about its use (Tashakkori & Teddlie, 2003b). Previous research has studied the use of mixed methods within single disciplines, but no previous study has investigated the use of mixed methods in multiple disciplines. In addition, no review of mixed methods studies has been augmented by interviewing mixed methods scholars. The purpose of this qualitative study was to examine the use of mixed methods research in the disciplines of Physics Education Research, Counseling Psychology, and Primary Care. The findings of this study are based on three types of data including 60 empirical mixed methods articles, published discussions about mixed methods research, and interviews with twelve mixed methods researchers. The analysis of these data resulted in three major findings. First, four major types of mixed methods designs, along with common variations, were identified in the empirical articles using the framework of Creswell, Plano Clark, Gutmann, and Hanson (2003). Next, the current use of mixed methods within the three disciplines was described. Finally, cross-case themes revealed attitudes that influence the use of mixed methods, logistical and feasibility issues faced by researchers choosing a mixed methods approach, analogies used to discuss this approach, and steps for establishing a new research method. The results of this study are of value to researchers who want to learn how other researchers apply these techniques within their own studies. Methodologists can gain new perspectives about how researchers perceive mixed methods research and the issues involved with implementing this approach in practice. Methodologists will also have a description of the current status of this new methodological approach and better understanding of the process by which a new method is established within different disciplines.

Boundaries and the treatment of control

Clark, Robin Lee 1985 국내박사

PARTICLE-ASSOCIATED SULFATE AND LUNG TOXICITY (AIR POLLUTION, SULFUR DIOXIDE, OZONE, ALVEOLAR)

CLARKE, ROBERT WILLIAM THE JOHNS HOPKINS UNIVERSITY 1997 국내박사

Instructional scaffolding in reading: A case study of four primary grade teachers

Clark, Kathleen Frances University of Minnesota 2000 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The purpose of this study was to describe the scaffolding that primary grade teachers provided to students during classroom reading instruction. Classroom observations and a semi-structured interview were used to study the instructional scaffolding in reading provided by six teachers identified as most accomplished in a previous study of effective schools and accomplished teachers (Taylor, Pearson, Clark, & Walpole, in press). A case study design was used. Teachers were observed during reading instruction on four closely scheduled days. The observations were audiotaped and field notes were written. Following the observations, teachers were interviewed. Transcripts of the data were analyzed using qualitative and quantitative descriptive methods. The analysis of observation data revealed that teachers prompted, hinted, directed, and modeled to scaffold students as they attempted to decode unfamiliar words. It was found that each teacher provided more hints than directives and more directives than models. Only one teacher was found to provide prompts and models with any regularity. Three teachers were found to provide few models and no prompts. Additionally, teachers, scaffolding comments to students were found to reflect four levels of response. The comments provided a general cue that required students to think for themselves, a specific cue that required students to contribute to the thinking, a specific cue that did not require students to contribute to the thinking, and a model that required no student thinking. Teachers were found to provide more comments that directed students, thinking than comments at any other level of response. The analysis of interview data revealed that teachers perceived themselves to plan for scaffolding prior to and during a reading lesson. Teachers reported considering students, learning styles, providing nonverbal mnemonic prompts, coaching for word recognition, activating students, prior knowledge, setting the purpose for reading, developing students' metacognitive knowledge, and using story structure to be examples of the ways in which they scaffolded students. These results revealed that scaffolding occurred less frequently than anticipated in the classrooms of these teachers and was limited to word recognition. Finally, the results suggested that the teachers did not differentiate instructional scaffolding from general assistance to students.